Teacher’s Name: Mr. Nicholas Oliver Lesson # : One
Grade Level: 11 Topic: 1860s and 1870s
Objectives:
Student will understand that previous events in Russian history lead to the Russian Revolution.
Student will know about the Emancipation of the serfs (1861), establishment of the zemstvo (1864), Censorship reform (1865), Land and Freedom (1876-9), and the Russo-Turkish War (1877-8).
Student will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources.
Maine Learning Results Alignment
Maine Learning Results Social Studies- E. History
E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade 9-Diploma "The Russian Revolution 1917"
Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
a. Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future.
Rationale: Students will learn about a major era in European and Russian history. The students will research why the Russian Revolution happen and see how future revolutions may come to be.
Assessment
Formative (Assessment for Learning)
Students will create a blog entry on why the student thinks the events lectured about led to the revolution. This will enable the teacher to judge what the students know. The teacher will leave comments on each blog and grade based on a checklist.
Summative (Assessment of Learning)
After the blog, there will be a 10-question quiz on the events covered in class.
Integration
Technology- Students will create a blog that will reflect upon their learning. They will write about what events covered in class they thought led to the Bolshevik Revolution and why.
English- The students will be using their previously learned writing skills to create the blog.
Groupings
Students will be put in four to five teams depending on the size of the class. The group members will be decided based on where they are sitting in the classroom. They will discuss with each other what events covered in class were the most important and which ones had greater impact on the Russian future.
Differentiated Instruction
Strategies
* Linguistic: Presenting to the class and doing the pre-assessments. Logical-mathematical: Reasoning why the events lectured about led to the revolution. Spatial: Hooking the students with the pictures of Russian people and events. Bodily-kinesthetic: Typing on the computers to take the notes. Interpersonal: Talking about the reasoning behind the decisions made about how these events impacted the revolution. Intrapersonal: Typing the notes down by themselves. Naturalist: Some of the pictures shown in the hook will have outdoor scenes.
Modifications/Accommodations
*I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
Absent Students: Absent students will be required to speak to the teacher about what they missed in class. All assignments and lesson notes must be made up within one week of the absence (e.g. A student absent on a Monday has until the next Monday to make up the work) or the student will receive a zero for the assignment. If a zero is earned, the only way to make the grade up is to prove your learning at the end-of-unit portfolio conference.
Extensions
The blog assignment will allow the students to enjoy themselves while doing the assignment because they will be able to use their computer. The clips shown for the hook will get the kids engaged. Examples of where the pictures will come from are:
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: The teacher will use differentiated instruction to reach the students and help them learn in the way that suits them the best. The classroom will be organized and the material will be taught sequentially. The students will go in depth on the material being covered and be asked to analyze the information to come to a conclusion. The groups that the students will go into will be supportive and geared towards helping them get more ideas about their reasonings.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: MI theory and basic understandings of the lessons will be used to ensure the students are learning the correct material. Emancipation of the serfs (1861), establishment of the zemstvo (1864), Censorship reform (1865), Land and Freedom (1876-9), and the Russo-Turkish War (1877-8) will be covered. After going over the notes, the students will get into groups and complete the blog assessment.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Using the images for the hook and writing the notes on the board will help spatial learners, articulating the notes will help the linguistic learners, bodily-kinesthetic learners will be able to get up and move around and be able to use their laptops, naturalist learners will see outdoor images in the hook, and a combination of group and solitary work will help the inter and intrapersonal learners.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: By using pre-assessment, a post-presentation blog entry, and a 10-question quiz, the teacher will be able to guage the students' understanding of the material and be able to adjust the lesson to fit the students' needs. The blog will be commented on by the teacher and the students will use their feedback to help with future lessons. Students will be able to further prove their learning by showing their portfolio at the portfolio conference.
Teaching and Learning Sequence:
Students will be seated in a "U" in order to see the board and the images that will be displayed. I will provide the images for the hook to the students and then give them my pre-assessment. After spending some time with the pre-assessments, I will go into the lesson. Students will understand that previous events in Russian history lead to the Russian Revolution. Students will see that the real life connection for this lesson is that what happened in the past shapes our future. Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. (30 minutes) Where, What, Why, Hook. Tailor: Linguistic, Spatial, Naturalist.
After the hook and pre-assessment, I will talk about the Emancipation of the serfs (1861), establishment of the zemstvo (1864), Censorship reform (1865), Land and Liberty (1876-9), and the Russo-Turkish War (1877-8). I will check for understanding by having the students come up with which events they think caused the most change by themselves and then splitting them into groups in order to collaborate with each other. (50 minutes) Equip. Tailor: Interpersonal, Intrapersonal, Linguistic, Logical-Mathematical.
Students will use a Time-Order chart when they work alone and in their groups to come up with which events they think caused the most change. In the groups, they will not have roles but they will need to be equal collaborators. As a class, we will talk about our reasoning and decide which reason or reasons are the best. The students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources. (25 minutes) Explore, Experience, Rethink, Revise. Tailor: Linguistic, Intrapersonal, Interpersonal, Logical-mathematical, Bodily-kinesthetic.
After the group work the students will be able to reflect upon their thoughts and their group's thoughts as well. After class, the students will blog about why the student thinks the events lectured about led to the revolution.Once the blog is completed after class, I will provide feedback on their thoughts so they can improve upon them. Besides the blog assessment and the quiz the following class, there will be no homework. Future lessons will either strengthen or weaken their beliefs as to what the key events leading up to the Bolshevik Revolution were. This lesson gives them the starting foundation. (5 minutes) Evaluate. Tailor: Linguistic, Spatial, Interpersonal, Logical-mathematical, Bodily-kinesthetic.
UMF LESSON PLAN FORMAT
Teacher’s Name: Mr. Nicholas Oliver Lesson # : One
Grade Level: 11 Topic: 1860s and 1870s
Objectives:
Maine Learning Results Alignment
E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade 9-Diploma "The Russian Revolution 1917"
Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
a. Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future.
Rationale: Students will learn about a major era in European and Russian history. The students will research why the Russian Revolution happen and see how future revolutions may come to be.
Assessment
Integration
English- The students will be using their previously learned writing skills to create the blog.
Groupings
Differentiated Instruction
*
Linguistic: Presenting to the class and doing the pre-assessments.
Logical-mathematical: Reasoning why the events lectured about led to the revolution.
Spatial: Hooking the students with the pictures of Russian people and events.
Bodily-kinesthetic: Typing on the computers to take the notes.
Interpersonal: Talking about the reasoning behind the decisions made about how these events impacted the revolution.
Intrapersonal: Typing the notes down by themselves.
Naturalist: Some of the pictures shown in the hook will have outdoor scenes.
*I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
Absent Students: Absent students will be required to speak to the teacher about what they missed in class. All assignments and lesson notes must be made up within one week of the absence (e.g. A student absent on a Monday has until the next Monday to make up the work) or the student will receive a zero for the assignment. If a zero is earned, the only way to make the grade up is to prove your learning at the end-of-unit portfolio conference.
- The blog assignment will allow the students to enjoy themselves while doing the assignment because they will be able to use their computer. The clips shown for the hook will get the kids engaged. Examples of where the pictures will come from are:
http://www.amath.washington.edu/~slemons/imagesdir/lenin.jpghttp://www.fortunecity.com/victorian/riley/787/Soviet/propaganda/leninzjil.jpg
http://en.wikipedia.org/wiki/Communism</span>
Materials, Resources and Technology
Pre-assessment
Writing Implements
Lined Paper
Images for the Hook
Quiz
Blog Checklist
Time-Order Chart
Content Notes (teacher only)
Source for Lesson Plan and Research
Images for the Hook: http://www.amath.washington.edu/~slemons/imagesdir/lenin.jpg, http://www.fortunecity.com/victorian/riley/787/Soviet/propaganda/leninzjil.jpg, and http://en.wikipedia.org/wiki/Communism.
Content Notes: http://www.spartacus.schoolnet.co.uk/RUSserfsE.htm
http://www.spartacus.schoolnet.co.uk/RUSzemstvos.htm
http://www.spartacus.schoolnet.co.uk/RUSland.htm</span>
Maine Standards for Initial Teacher Certification and Rationale
Rationale: The teacher will use differentiated instruction to reach the students and help them learn in the way that suits them the best. The classroom will be organized and the material will be taught sequentially. The students will go in depth on the material being covered and be asked to analyze the information to come to a conclusion. The groups that the students will go into will be supportive and geared towards helping them get more ideas about their reasonings.
Rationale: MI theory and basic understandings of the lessons will be used to ensure the students are learning the correct material. Emancipation of the serfs (1861), establishment of the zemstvo (1864), Censorship reform (1865), Land and Freedom (1876-9), and the Russo-Turkish War (1877-8) will be covered. After going over the notes, the students will get into groups and complete the blog assessment.
Rationale: Using the images for the hook and writing the notes on the board will help spatial learners, articulating the notes will help the linguistic learners, bodily-kinesthetic learners will be able to get up and move around and be able to use their laptops, naturalist learners will see outdoor images in the hook, and a combination of group and solitary work will help the inter and intrapersonal learners.
Rationale: By using pre-assessment, a post-presentation blog entry, and a 10-question quiz, the teacher will be able to guage the students' understanding of the material and be able to adjust the lesson to fit the students' needs. The blog will be commented on by the teacher and the students will use their feedback to help with future lessons. Students will be able to further prove their learning by showing their portfolio at the portfolio conference.
Teaching and Learning Sequence: